ENG 4UI

Novel Study: Book Club

Students are given a choice of novels. Your choice determines
your group. Remember: this is a book club format, not a group
assignment. You are neither responsible for making people read
the novel, nor are you sharing marks with the individuals in your
book club. In order to read the books in the Book Club, you will
need to bring back the signed permission form, or a novel will be
assigned to you.
Plan: Book Club
Discussion Director: 50 marks
Style Quiz: 30 marks
Comparison Paragraph: 30 marks
Literary Essay: 100 marks
1. Book clubs will usually meet two times per week.
2. Using the course calendar, the length of the novel, and the number in your
group, create a plan which identifies:
a) When specific sections of the novel must be read for group discussion.
b) Who is responsible for running each discussion (Discussion Director
Role)?
3. Comparison Paragraph Response
Using proper comparison contrast paragraph structure, you will compare the
book club approach to the more conventional study of a single core novel. Be
sure to address how the book club approach is either better or worse than the
study of a core novel.
Category
Argumen
t

Argumen
t

Comparis
on/
Contrast

Evidence

Coherenc
e

Style &
Mechanic
s

Level 4
thought-provoking
argument that goes
beyond the
surface
point is well-expressed,
focused, and insightful

Level 3
good, solid argument that
attempts
to go beyond the surface
point is clearly expressed,
and focused

Level 2
point is not clear until
reader is into the
paragraph, then is
rudimentary
point needs clarification,
clearer expression, or
sharper definition at the
start
key ideas may be ordinary
or unclear
some analysis of topic
topic sentence and
conclusion may need
clearer articulation or
greater relevance to
overall argument
an argument exists, but is
not always developed
through
comments/explanations

strong, innovative,
sophisticated ideas
evidence of thorough
analysis of topic
strong, relevant topic
sentence and conclusion
that provides connections
to argument
logical and insightful
progression of the
argument through
comments/explanations

well thought out ideas

above average
analysis of topic
clear topic sentence and
conclusion that provides
connections to argument
good progression of
the argument through
comments/explanations

sophisticated use of
comparison/contrast
technique to analyse
and address topic

effective use of
comparison/ contrast
technique to analyse and
address topic

somewhat effective use of

comparison/contrast
technique to analyse
and address topic

quotations and other

references to the text
insightfully and effectively
support and develop key
points
proper and consistent
citation format

quotations and other

references to the text are
relevant to, and build, key
points
proper and consistent
citation format

strong use of transitions

ideas flow smoothly
and are clearly related
to main argument
quotations integrated
flawlessly
writing is crisp; mature
vocabulary (diction is
appropriate to level)
no spelling, grammar,
punctuation errors

transitions used well

stays on topic, with
relevant connections to
main argument
quotations integrated
smoothly
writing is quite good;
above average vocabulary
(diction is appropriate to
level)
few spelling, grammar,
punctuation errors

quotations and other

references to text not used
well (not relevant, not
contextualized, or overgeneralized)
improper and/or
inconsistent citation
format
some use of transitions
occasionally interrupted
flow of ideas
some problems with
quotation integration
writing is average;
vocabulary is ordinary or
too simplistic for level
some spelling, grammar,
punctuation errors

Level 1
point is present but weak
(OR)
point is vague
point needs clarification,
clearer expression, or
sharper definition at the
start, and developed
throughout
key ideas are vague or
superficial for university
level
minimal analysis of
topic
weak topic sentence and
conclusion not making
connections to overall
argument
argument does not
progress logically or is
hard to discern
very little use of comments/
explanation to develop
use of comparison/contrast
technique is weak; little to
no analysis of topic
using this method

Below Level
point is present but very
weak
for university level (OR)
point is absent

quotations and other

references to text are used
improperly (not relevant,
not contextualized, overgeneralized, or absent)
improper and/or
inconsistent
citation format
weak or absent transitions
little connection of
supporting points to thesis
or main paragraph points
many problems with
quotation integration
writing is not strong;
reliance upon lower-level
vocabulary
many spelling, grammar,
punctuation errors

no evidence (quotations or
other references) is used
improper citation format or
no citations

key ideas are below

standard
for university level
indifference to the fact that
paragraph should be
based on an analysis of
topic
erratic or confusing topic
sentence and conclusion
no progression in the
argument
plot summary rather than
analysis
very weak use of
comparison/contrast
technique; no substantial
analysis of topic using
this method

no transitions
choppy, no flow
failure to link the
points/proof with the main
argument during
comment/explanation
writing is below standard
for university level
many, many mechanical
errors (no proofreading?)

4. Discussion (Discussion Director and Participant Role)

Each member of the book club will be evaluated for running a discussion (see
evaluation rubric). What you discuss will depend on your section of the novel.
Your discussion should focus on any narrative elements and literary devices
that are found within your sections. The idea is to come prepared to your
group with a variety of questions that your group can discuss. You may also
ask the group to come to the discussion having prepared something in
advance (re-read a passage, choose a quote, etc.). You will also be
evaluated based on your role as a discussion participant. All members should
come to book club meetings with notes as evidence of their thinking. You will
have to submit your note-taking for each section.
Discussion Director: Your role is to think of questions for the group members to
discuss. It is important to ask questions that promote thinking. Avoid questions that
require the responder to say yes or no. You need at least 5 10 questions.
Ask questions like the following:
Why do you think...?
What does (event/happening) remind you of and why?
Why do you think the author?
Describe
What is another way that ?
Predict why
Compare (character) to
Do you agree/disagree with ?
What do you think will happen ?
What were you thinking when ?
How does the setting impact the character?
What are the obstacles the character faces and how does he deal with his
obstacles?
How does the characters beliefs, understandings, etc. impact the plot?

Discussion Leader Rubric:

Criteria

Level 4
80% - 100%

Level 3
70% - 79%

Level 2
60% - 69%

Level 1
50% - 59%

Below Level 1
49% - 0%

Discussion is on a
particular topic. It
focuses group and
makes specific
reference to
appropriate part of
text, as well as
correctly employs
appropriate literary
elements.

Discussion is on a
particular topic and
provides group with a
high degree of focus
and highly significant
reference to
appropriate part of
text, as well as
correctly employs
appropriate literary
elements. Extensive
work. Highly effective
and thorough
discussion.

Discussion is on a
particular topic and
provides group with
considerable focus
and significant
reference to
appropriate part of
text, as well as
correctly employs
appropriate literary
elements.
Considerable work.
Considerably effective
discussion.

Discussion is on a
particular topic and
provides group
with some focus
and some
reference to
appropriate part of
text, as well as
some appropriate
use of literary
elements. Some
work. Some
discussion.

Discussion is on a
particular topic to a
limited degree and
provides group with
limited focus and
limited reference to
appropriate part of
text, as well as
limited appropriate
use of literary
elements. Limited
work. Limited
discussion.

Discussion is on a
particular topic is
insufficient. Provides
group with insufficient
focus and insufficient
reference to appropriate
part of text, as well as
insufficient use of literary
elements. Insufficient
work. Insufficient
discussion.

Discussion leader
demonstrates
thorough preparation
and organization.

Discussion leader
demonstrates
considerable
preparation and
organization.

Discussion leader
is somewhat
prepared and
organized.

Discussion leader
demonstrates
limited preparation
and organization.

Discussion leader
demonstrates little or no
preparation and
organization.

/40
Discussion leader
is prepared and
organized. Guides
discussion.
/10

Unacceptable for this

level

Unacceptable for this

level

Discussion Participant Rubric:

Criteria
Discussion
participation in
developing
academic
discussion
/10

Level 4
80% - 100%

Level 3
70% - 79%

Discussion participant
demonstrates
thorough preparation
and contribution to
extending academic
discussion.

Discussion participant
demonstrates
considerable
preparation and
contribution to
extending academic
discussion.

Level 2
60% - 69%
Discussion
participant is
somewhat
prepared to
contribute to
extending
academic
discussion.

Level 1
50% - 59%

Below Level 1
49% - 0%

Discussion
participant
demonstrates
limited preparation
and contribution to
extending
academic
discussion.

Discussion participant
demonstrates little or no
preparation and
contribution to academic
discussion.